The Role of Immersion in Learning

 

As part of a comprehensive unit of study involving Mathematics, History and English, Year 5 students began an ‘immersion’ phase of their learning.  This phase involves ‘front loading’ or immersing students in information and activities pertinent to curricular outcomes they are expected to demonstrate an understanding, through a rich task.  Last Tuesday, students spent two periods playing and critiquing a range of board games. They identified and recorded the pros and cons of their games while gathering information to assist in setting some courses of action for when they begin producing their own historically-based board games.  Other activities in this immersion phase include: a visit from an historical character, a range of readings, a focus on asking good questions when learning about new topics, a variety of visible thinking routines for brainstorming and thinking deeply, and exploring the topic through the My Place series.  Embedded in this learning is the invitation to explicitly develop a range of soft skills including being active participants in learning, planning, collaborating and imagining; we see these skills as transferable and beneficial for all aspects of learning and challenges faced in the lives of our precious students.  This term’s Rich Task is the planning and construction of a board game that will be played at the end of term with Year 9 students as a celebration of what has been achieved.  The blend of curriculum will see Mathematics, History and English skills culminate in a learning task that will challenge, engage and see our learners flourish.

 

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